Childminder

Childminder

Unique reference number (URN): 2740388 Registered with Ofsted: 14/07/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

The childminder monitors all children's progress carefully and successfully. She recognises children's achievements and builds on what they already know and can do from their individual starting points, adapting teaching to overcome barriers to learning where possible. This ensures their swift progress. All children make significant gains in their development according to their particular age and stage. Children exceed expectations for their age in their communication and language development. In turn, this enables them to demonstrate their secure understanding across a range of learning areas.

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Achievement Strong standard

Children are extremely well prepared for their next stage in learning. They use their mathematical knowledge as they play. Children develop pre-writing skills and ascribe meaning to their drawings and marks. They are very interested in books, can re-tell stories and recognise familiar characters. Children respect books and they handle them carefully and correctly. Children recall prior learning and use their knowledge to make sense of new things they encounter. For example, when reading stories, children identify the facial expressions, clothing and actions of different characters. They elaborate on this using words, such as evil and horrible, showing their expansive vocabulary.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children's consistent attendance and they arrive with a positive attitude. Children sustain their attention when playing and show interest and deep concentration, impressive for their young age. Children show kindness and compassion when playing with dolls. This comes from watching the childminder's kind and considerate interactions. They copy her gently rocking dolls to sleep and tuck them in carefully. The childminder shows children respectful care, ensuring she informs them of any personal care before carrying it out. She gives children choices and praises them often.

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Behaviour, attitudes and establishing routines Strong standard

The childminder focuses on developing children's personal skills. She helps them to wait for their turn, share and play together cooperatively. The childminder recognises that developing children's ability to communicate helps them to express themselves, reducing the likelihood of frustration and conflict. Consequently, children behave extremely well and are happy and content together. The childminder has very high expectations for children's behaviour. She teaches them good manners, such as saying please and thank you, and encourages tolerance and patience. She uses considered praise and encouragement and children respond enthusiastically to this. Children learn to take responsibility as they help with keeping the environment safe and tidy. They look after toys and equipment. Older children demonstrate their superb skills and knowledge to younger children to help them to learn too.

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Children's welfare and wellbeing Strong standard

The childminder has an extensive awareness of the importance of establishing safe, close attachments with children. She ensures that from when babies start, she makes time to provide them with the care and attention they need. Babies smile broadly and lift their hands to be held. Older children encourage the childminder to join in with their play and take delight in making imaginary cups of coffee and ice cream for her, for instance. The childminder teaches children about healthy eating and children recognise and discuss fruits and vegetables at snack time. Mealtimes are hugely beneficial for children's social development. The childminder and children come together to eat and talk about their day. Children eat healthy, fresh foods and understand why it is important for them to drink water regularly.

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Children's welfare and wellbeing Strong standard

The childminder considers carefully how to prepare children for life and learning in the digital world. They learn about technology through using interesting equipment, such as sound banks, a light box and through programming simple devices. The childminder uses technology to help children search for answers to questions she cannot answer. This supports their understanding about using technology for purpose in a safe and regulated manner.

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Curriculum and teaching Strong standard

The childminder provides a very well-thought-out curriculum that is adaptable and coherent. She supports children's communication and language development very well with lots of verbal interaction. Babies enjoy exploring the activities on offer, showing tenacity and confidence. Older children are confident and expressive talkers who use complex sentences to help them to share their ideas and ask questions. They ask multiple questions and listen intently to responses. The childminder reads to children, encouraging them to take enjoyment from books. Children recognise and talk about characters, adding their own ideas and, in part, re-telling their recollection of the story.

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Curriculum and teaching Strong standard

Activities and trips away from the home are purposeful and support children through meaningful learning. Children talk about the things they have seen at the zoo. For example, when reading books and observing pictures of giraffes, they reflect on seeing a baby giraffe. They talk about feeling tired and know that bears hibernate. This shows how children build on their understanding and make connections between what they know and have experienced.

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Curriculum and teaching Strong standard

The childminder introduces children to different festivals and celebrations. Children look at each other's family photo books and learn about the people who are important to them. There are less opportunities for children to find about others outside of the immediate setting

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Expected standard

to provide them with an understanding that is authentic and reflective of different cultures, customs and communities.

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Leadership and governance Strong standard

The childminder is professional and well organised. She demonstrates an ambitious attitude towards professional development. The childminder is motivated to provide high-quality care for all children, and is open to new ideas, concepts and approaches. Her supportive relationships with other childminders encourage her to continually review and adapt her own provision and to share best practice with others in the sector. The childminder is reflective of her practice and identifies areas of strength and areas to prioritise for improvement to sustain and raise the quality of care and learning for all children.

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Leadership and governance Strong standard

Where children attend other settings, the childminder works in an extremely collaborative and professional manner with them. This provides children with high levels of consistency and underpins their excellent progress. The childminder establishes secure relationships with parents and carers. She shares a wealth of information with parents, supports them with parenting challenges and includes them in all aspects of children's care and education. The childminder prioritises developing her understanding of how to support children with challenging circumstances and barriers to their learning.

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Inclusion Expected standard

The childminder recognises when children need extra support with their learning. Through meticulous planning and sound knowledge of children's development, she identifies gaps in children's progress and development. The childminder is proactive in completing training add depth to her understanding. She understands how and when to seek support from other professionals to support children and to reduce barriers to their learning. The childminder understands how to monitor children's progress and how to use additional funding effectively to support children's individual needs to help them to thrive. The childminder recognises how she can build on her knowledge to support a fully inclusive provision for all children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder provides a very well-considered curriculum that is adaptable to children's needs. She supports children's communication and language development well with lots of verbal interaction. Babies make early attempts at sounding out words. The childminder teaches babies to sign and helps parents and carers to learn some signs too. This helps them to understand and use it at home too. Older children are confident and expressive in their speech, using complex sentences to share ideas and ask questions. They listen intently to each other's responses, valuing their friends' opinions.

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What it's like to be a child at this setting

Children thrive in the childminder's care as she provides a calm and welcoming environment, where children are valued and celebrated as unique individuals. They follow a

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Inspector:

Hayley Marshall-Gowen routine that meets their own needs and, consequently, they are extremely well prepared for learning. The childminder has a keen focus on settling babies and building attachments with them. The childminder works in close collaboration with parents to establish sleeping and eating routines that are fully flexible. The childminder fully supports parents to continue to breastfeed while babies attend.

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Inspector:

Children develop strong relationships with the childminder and include her in their role play. Children show extensive imagination as they create bus rides, hairdressing salons and coffee shops in their play. They use their developing mathematical knowledge to count money with the childminder as they play. This demonstrates their developing awareness of the real world. Children benefit from trips and outings, such as to the zoo, library and woodland. These activities build on and enrich children's learning. The childminder has a secure understanding of how to provide an inclusive service and adapt the curriculum to meet all children's needs. She is mindful of differing starting points, promotes attendance and reduces barriers to learning where possible.

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Next steps

The childminder should develop the curriculum to enhance children's understanding of diversity and give them a greater appreciation of others outside of their own experience.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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